Abstract. The aim of this study is to determine the opinions of primary school teachers working in rural areas about their efficacy in using information and communication technology, the sufficiency of the physical environment, technological tools, and the contribution of information and communication technology to teaching-learning process. Phenomenological design within the qualitative research methods was used in this study. 11 classroom teachers working in four different primary schools in a city from Central Anatolian Region during fall semester in 2012-2013 participated. Results indicated that most of classroom teachers working in rural areas expressed themselves competent in terms of using technology. Half of the teachers found physical environment of their schools sufficient in terms of information and communication technologies, and the other half found it insufficient. In addition, classroom teachers stated that contribution of ICT usage to learning as; achievement, facilitation, motivation, providing care and attention, meaningful learning and effective use of time. It was found that classroom teachers thinking themselves efficient and inefficient in using information and communication technology were open to following innovations and professional development. Therefore, in-service training to classroom teachers might be arranged.
Keywords: ICT, rural area, classroom teacher